A Comparative Study Of Self Efficacy Between Teachers In Traditional Or Alternative Certification Pathways

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A Comparative Study of Self-efficacy Between Teachers in Traditional Or Alternative Certification Pathways

Author : Nicholas M. Griffin
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (135 download)

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Book Synopsis A Comparative Study of Self-efficacy Between Teachers in Traditional Or Alternative Certification Pathways by : Nicholas M. Griffin

Download or read book A Comparative Study of Self-efficacy Between Teachers in Traditional Or Alternative Certification Pathways written by Nicholas M. Griffin and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a significant difference of self-efficacy exists between teachers with traditional or alternative certification pathways. Traditional and alternative pathways differ in curriculum and design toward teacher licensure. The methodology of this study was a quantitative, causal comparative study with 90 sample participants located in a school district in rural central west Georgia. The school district includes 20 schools, which consist of eleven elementary schools, three middle schools, three high schools, one college and career academy, one college and career center, and one alternative learning center. The study was conducted with the 12 question Likert-scale version of the TSES (Teacher Self-Efficacy Scale). The study’s independent variable was the certification pathway that was split into two groups consisting of traditional or alternative teacher certification. The dependent variable of this study was the teacher’s self-efficacy scores. The results of the MANOVA for self-efficacy indicated that no significant difference exists between teachers with traditional or alternative certification pathways. The results of this study answers to the teacher attrition phenomenon occurring across the United States, specifically Georgia. It can be concluded that if educators resign due to lack of teacher preparation, then self-efficacy can be identified as an influence within professional development in addition to its impact on teacher attrition, teacher shortages, and teacher burnout. It is recommended that further research examine the reasons why traditional and alternative certification pathways differ in preparation methods as well as the validity and effectiveness of both pathways.

Comparison of Alternatively Certified and Traditionally Certified Missouri High School Science Teachers' Perceptions of Self-efficacy During the Induction Period

Download Comparison of Alternatively Certified and Traditionally Certified Missouri High School Science Teachers' Perceptions of Self-efficacy During the Induction Period PDF Online Free

Author : Linda Gaither
Publisher :
ISBN 13 :
Total Pages : 293 pages
Book Rating : 4.:/5 (843 download)

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Book Synopsis Comparison of Alternatively Certified and Traditionally Certified Missouri High School Science Teachers' Perceptions of Self-efficacy During the Induction Period by : Linda Gaither

Download or read book Comparison of Alternatively Certified and Traditionally Certified Missouri High School Science Teachers' Perceptions of Self-efficacy During the Induction Period written by Linda Gaither and published by . This book was released on 2013 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Sixty percent of America's teachers choose traditional baccalaureate programs while the remaining choose one of several alternative pathways. While certification/training is certainly important to preparing effective teachers, other research indicates that teacher efficacy serves as the foundation of teacher behaviors and classroom practice. The purpose of this study (N = 94 induction high school science teachers) was to determine the relationships between certification pathway and opportunities to observe modeling; between years of experience and personal teaching efficacy; and teachers' perceptions of what characteristics/ experiences best explain personal teaching efficacy. The Teacher Sense of Efficacy Scale was used in an on-line survey for Phase 1 (n = 91), to measure teacher self-efficacy. In Phase 2, a basic qualitative study was conducted using telephone interviews (n = 2) and a focus group (n = 4) along with a series of short essay questions from the online survey (n = 91). The findings indicate a significant relationship (p = 0.01) between years of teaching and overall personal teaching-efficacy, student engagement, and instructional strategies; a relationship between opportunities to see modeling and certification pathway, where traditionally certified teachers had significantly more opportunities (p = 0.000); and a relationship between classroom management and opportunities to see modeling (p = 0.005). Qualitative analyses confirmed that traditionally-prepared teachers saw a range of "modeling" and model teachers; respondents related such opportunities to more effective teaching, especially in the realm of classroom management. As more teachers choose alternative certification, it is imperative that adequate opportunities to observe teaching strategies are modeled during the certification process and once teachers enter the classroom; they must have intrinsic and extrinsic support to be successful.

Certification Requirements and Teacher Quality

Author : Tim R. Sass
Publisher :
ISBN 13 :
Total Pages : 32 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Certification Requirements and Teacher Quality by : Tim R. Sass

Download or read book Certification Requirements and Teacher Quality written by Tim R. Sass and published by . This book was released on 2011 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: Traditionally, states have required individuals complete a program of study in a university-based teacher preparation program in order to be licensed to teach. In recent years, however, various "alternative certification" programs have been developed and the number of teachers obtaining teaching certificates through routes other than completing a traditional teacher preparation program has skyrocketed. In this paper I use a rich longitudinal data base from Florida to compare the characteristics of alternatively certified teachers with their traditionally prepared colleagues. I then analyze the relative effectiveness of teachers who enter the profession through different pathways by estimating "value-added" models of student achievement. In general, alternatively certified teachers have stronger pre-service qualifications than do traditionally prepared teachers, with the least restrictive alternative attracting the most qualified perspective teachers. These differences are less pronounced when controlling for the grade level of teachers, however. On average, alternatively certified science teachers have also had much more coursework in science while in college than traditionally prepared science teachers. The same is not true for math teachers, where the hours of college coursework are approximately equal across pathways. Of the three alternative certification pathways studied, teachers who enter through the path requiring no coursework have substantially greater effects on student achievement than do either traditionally prepared teachers or alternative programs that require some formal coursework in education. These results suggest that the additional education coursework required in traditional teacher preparation programs either does little to boost the human capital of teachers or that whatever gains accrue from traditional teacher education training are offset by greater innate ability of individuals who enter teaching through routes requiring little formal training in education. (Contains 7 tables and 13 footnotes.).

Determinants of Student Achievement

Author : Julian R. Betts
Publisher : Public Policy Instit. of CA
ISBN 13 : 9781582130446
Total Pages : 139 pages
Book Rating : 4.1/5 (34 download)

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Book Synopsis Determinants of Student Achievement by : Julian R. Betts

Download or read book Determinants of Student Achievement written by Julian R. Betts and published by Public Policy Instit. of CA. This book was released on 2003-08-01 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Handbook of Research on Teaching

Author : Drew Gitomer
Publisher :
ISBN 13 : 0935302557
Total Pages : 1712 pages
Book Rating : 4.9/5 (353 download)

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Book Synopsis Handbook of Research on Teaching by : Drew Gitomer

Download or read book Handbook of Research on Teaching written by Drew Gitomer and published by . This book was released on 2016-05-19 with total page 1712 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.

Do Teachers Differ by Certification Route? Novice Teachers' Sense of Self-efficacy, Commitment to Teaching, and Preparedness to Teach

Author : Linda Reichwein Zientek
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (191 download)

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Book Synopsis Do Teachers Differ by Certification Route? Novice Teachers' Sense of Self-efficacy, Commitment to Teaching, and Preparedness to Teach by : Linda Reichwein Zientek

Download or read book Do Teachers Differ by Certification Route? Novice Teachers' Sense of Self-efficacy, Commitment to Teaching, and Preparedness to Teach written by Linda Reichwein Zientek and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Alternative teacher certification (ATC) programs are one method created to help alleviate teacher shortages (Cox, Matthews, & Assoc, 2001; Hallinan & Khmelkov, 2001). While much debate has arisen over ATC programs, very few have empirically examined their impact on the teaching pool (Darling-Hammond, Berry, & Thoreson, 2001; Darling-Hammond, Chung, & Frelow, 2002; Goldhaber, 2000; Ingersoll, 1999; Shen, 1997, 1999). The present study was designed to explore differences by certification type and program characteristics based on novice teachers' demographics, educational attainment, sense of self-efficacy, and sense of preparedness to enter the classroom. Results from the present study suggest ATC programs are somewhat diversifying the teaching population by bringing in more minorities and science majors, but do not appear to be bringing in more experienced scientists and mathematicians nor do they appear to be alleviating the teacher shortage. In this sample, traditionally certified teachers felt better prepared than ATC teachers with the biggest differences on Promoting Student Learning. Regardless of certification route, prior classroom experience was a strong predictor of Overall Preparedness and a teacher's perception of his or her ability to be an effective teacher. For ATC teachers, a positive mentoring experience was a strong predictor of Overall Preparedness. The discussion of whether or not ATC programs should exist should now be replaced with a discussion of how to ensure that these programs produce better teachers and improve student learning. The underlying theme from the present study was that, in order to feel prepared and have high self-efficacy, novice teachers needed instruction in the majority of the components identified by research and by the National Commission on Teaching and America's Future (1996), including positive mentoring experiences, field based experiences, and curriculum based on child development, learning theory, cognition, motivation, and subject matter pedagogy. Results from the present study support the assertion that teacher preparation programs, program components, mentoring experiences, and field-based experiences do impact teacher effectiveness in the classroom.

Foundations of Education

Author : Leslie S. Kaplan
Publisher : SAGE Publications
ISBN 13 : 1071803948
Total Pages : 592 pages
Book Rating : 4.0/5 (718 download)

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Book Synopsis Foundations of Education by : Leslie S. Kaplan

Download or read book Foundations of Education written by Leslie S. Kaplan and published by SAGE Publications. This book was released on 2022-01-21 with total page 592 pages. Available in PDF, EPUB and Kindle. Book excerpt: Foundations of Education makes core topics in education accessible and personally meaningful to students pursuing a career within the education profession. The Third Edition offers readers the breadth of coverage, scholarly depth, and conceptual analysis of contemporary issues that will help them gain a realistic and insightful perspective of the field.

Dispositional Development and Assessment in Teacher Preparation Programs

Author : von Hohenberg, Sara Clemm
Publisher : IGI Global
ISBN 13 : 1668440911
Total Pages : 373 pages
Book Rating : 4.6/5 (684 download)

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Book Synopsis Dispositional Development and Assessment in Teacher Preparation Programs by : von Hohenberg, Sara Clemm

Download or read book Dispositional Development and Assessment in Teacher Preparation Programs written by von Hohenberg, Sara Clemm and published by IGI Global. This book was released on 2022-05-27 with total page 373 pages. Available in PDF, EPUB and Kindle. Book excerpt: Little research exists on teacher dispositions, yet accrediting bodies such as the Council for the Accreditation of Educator Preparation (CAEP) require dispositional assessment as an integral part of teacher preparation programs. Furthermore, research has shown that dispositions are a key indicator in teacher success both in terms of instructional effectiveness and long-term retention. Teacher preparation programs require research examples and support in understanding the desired dispositions of teachers as well as how to implement these qualities and characteristics into a robust curriculum. Teacher preparation programs also need help in articulating how to assess dispositional traits of teachers and how to provide remediation in this area. Dispositional Development and Assessment in Teacher Preparation Programs addresses dispositional development for teachers including the definition, instruction, practical application, and assessment of dispositional traits. It includes research involving teacher development and preparation for the enhancement of instructional practices and teacher retention. Covering topics such as culturally relevant pedagogy, social emotional learning, and teaching philosophy, this premier reference source is an excellent resource for preservice teachers, teacher preparation programs, faculty and administration of K-12 and higher education, academic libraries, accrediting bodies, researchers, and academicians.

Alternative Or Traditional Certification

Author : Lisa Anne Spencer
Publisher :
ISBN 13 :
Total Pages : 198 pages
Book Rating : 4.:/5 (115 download)

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Book Synopsis Alternative Or Traditional Certification by : Lisa Anne Spencer

Download or read book Alternative Or Traditional Certification written by Lisa Anne Spencer and published by . This book was released on 2019 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the impact educator preparation and certification routes have on a teachers’ effectiveness, perceived preparedness and self-efficacy, perceived effectiveness by administrators, retention, and hiring decisions. To date limited research on the effect of educator preparation and certification route on the combination of these concerns is available. This researcher used inferential statistics to determine the effects educator preparation route might have on them. Findings from this study revealed that educator preparation and certification route do have a significant statistical effect on the overall level of effectiveness of non-occupational alternatively-licensed teachers. Findings revealed that administrators perceive these teachers to be significantly weaker in the areas of content knowledge, classroom management, and instructional planning, but this does not impact their decision to hire them. Conversely, alternatively-licensed teachers perceived preparedness and self-efficacy were only significantly different in the area of clinical experience and retention was only slightly impacted.

Dissertation Abstracts International

Author :
Publisher :
ISBN 13 :
Total Pages : 546 pages
Book Rating : 4.F/5 ( download)

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Book Synopsis Dissertation Abstracts International by :

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-06 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt:

What the Research Says about Alternative Teacher Certification Programs. Information Capsule

Author : Christie Blazer
Publisher :
ISBN 13 :
Total Pages : 13 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis What the Research Says about Alternative Teacher Certification Programs. Information Capsule by : Christie Blazer

Download or read book What the Research Says about Alternative Teacher Certification Programs. Information Capsule written by Christie Blazer and published by . This book was released on 2012 with total page 13 pages. Available in PDF, EPUB and Kindle. Book excerpt: The shortage of qualified teachers across the U.S. has contributed to the popularity of alternative certification programs. These programs are designed to attract individuals into the teaching profession by allowing candidates to become certified without having to complete a traditional teacher education program. This Information Capsule reviewed research related to the following seven questions: (1) Have alternative certification programs increased the diversity of the teaching workforce? (2) How do the retention rates of teachers certified through alternative routes compare to those of traditionally prepared teachers? (3) Do the achievement levels of students assigned to teachers certified through alternative routes differ from the achievement levels of students assigned to traditionally trained teachers? (4) Do teachers who enter the classroom through alternative certification programs report more student attendance and behavioral problems than teachers who were traditionally trained? (5) Do alternative certification programs adequately prepare teachers for the classroom? (6) How do principals rate the teachers at their school who were certified through alternative programs? (7) What are the characteristics of effective alternative certification programs? Research indicates that most alternative certification programs provide a viable source of high-quality teachers and even increase the diversity of the teaching workforce. Many studies have found that alternatively certified teachers can produce student achievement gains comparable to teachers certified in traditional programs. In fact, evidence suggests that teachers' years of experience, rather than the manner in which they obtained their certification, is a more reliable indicator of their future ability to positively impact student achievement. Similarly, the school at which a teacher is placed has also been found to play a larger role in their effectiveness than the route through which certification is obtained. There is great variation in the quality of alternative certification programs and comparisons across programs are difficult. In addition, participants tend to experience the same program in dramatically different ways, depending upon their educational backgrounds, past experiences, knowledge, attitudes, and beliefs. In other words, many factors contribute to a teacher's effectiveness, including the school to which they are assigned, their years of teaching experience, and their content area knowledge, attitudes, and beliefs. The route through which certification is obtained is just one of these factors. Examples of noteworthy alternative certification programs operating across the U.S. are provided at the conclusion of this report.

Handbook of Classroom Management

Author : Edmund Emmer
Publisher : Routledge
ISBN 13 : 1135106835
Total Pages : 745 pages
Book Rating : 4.1/5 (351 download)

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Book Synopsis Handbook of Classroom Management by : Edmund Emmer

Download or read book Handbook of Classroom Management written by Edmund Emmer and published by Routledge. This book was released on 2014-09-04 with total page 745 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of classroom management is not a neatly organized line of inquiry, but rather consists of many disparate topics and orientations that draw from multiple disciplines. Given the complex nature of the field, this comprehensive second edition of the Handbook of Classroom Management is an invaluable resource for those interested in understanding it. This volume provides up-to-date summaries of research on the essential topics from the first edition, as well as fresh perspectives and chapters on new topics. It is the perfect tool for both graduate students and practitioners interested in a field that is fascinating but not immediately accessible without the proper guidance.

A Comparison of Routes to Certification

Author : Amy Lynn Trogan
Publisher :
ISBN 13 :
Total Pages : 125 pages
Book Rating : 4.:/5 (794 download)

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Book Synopsis A Comparison of Routes to Certification by : Amy Lynn Trogan

Download or read book A Comparison of Routes to Certification written by Amy Lynn Trogan and published by . This book was released on 2011 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study examined whether there is a relationship between teacher preparation and instructional practice. The dataset for this study was the 1999-2000 Schools and Staffing Survey (SASS). Specifically, variables created in SASS from the information provided by the Public School Teacher Questionnaire were utilized. The teacher population sample for this research study was derived from these data and then separated into two groups (alternatively and traditionally-certified teachers) based on certification variables within the dataset. The study conducted was a correlational study with instructional practices variables extracted from the dataset. Using Chi Square Goodness of Fit statistical tests, the data were analyzed to determine if teacher preparation influences instructional practice. Therefore, the research questions for this research study were: 1. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use state or district standards to guide instructional practice in their main teaching assignment? 2. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and whether they use groupings of students in their classroom to teach students who learn at different rates? 3. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to group students into different instructional groups by achievement or ability? 4. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to assess areas where they need to strengthen their content knowledge or teaching practice? 5. Is there a statistically significant relationship between whether teachers are alternatively-certified or traditionally-certified and the extent to which they use the information from state or local achievement tests to adjust their curriculum in areas where their students encountered problems? Overall, while there were statistically significant relationships between certification type and various instructional practices, the effect sizes were very small (ranging from -.005 to .036). This suggests that the statistical significance may be an artifact of the large sample size and that there may be little practical significance. Therefore, a relationship was not found between the type of teacher preparation program and instructional practice.

Handbook of Research on Teachers of Color and Indigenous Teachers

Author : Conra D. Gist
Publisher : American Educational Research Association
ISBN 13 : 093530293X
Total Pages : 1167 pages
Book Rating : 4.9/5 (353 download)

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Book Synopsis Handbook of Research on Teachers of Color and Indigenous Teachers by : Conra D. Gist

Download or read book Handbook of Research on Teachers of Color and Indigenous Teachers written by Conra D. Gist and published by American Educational Research Association. This book was released on 2022-10-15 with total page 1167 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers of Color and Indigenous Teachers are underrepresented in public schools across the United States of America, with Black, Indigenous, and People of Color making up roughly 37% of the adult population and 50% of children, but just 19% of the teaching force. Yet research over decades has indicated their positive impact on student learning and social and emotional development, particularly for Students of Color and Indigenous Students. A first of its kind, the Handbook of Research on Teachers of Color and Indigenous Teachers addresses key issues and obstacles to ethnoracial diversity across the life course of teachers’ careers, such as recruitment and retention, professional development, and the role of minority-serving institutions. Including chapters from leading researchers and policy makers, the Handbook is designed to be an important resource to help bridge the gap between scholars, practitioners, and policy makers. In doing so, this research will serve as a launching pad for discussion and change at this critical moment in our country’s history. The volume’s goal is to drive conversations around the issue of ethnoracial teacher diversity and to provide concrete practices for policy makers and practitioners to enable them to make evidence-based decisions for supporting an ethnoracially diverse educator workforce, now and in the future.

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs

Author : Polly, Drew
Publisher : IGI Global
ISBN 13 : 152253069X
Total Pages : 720 pages
Book Rating : 4.5/5 (225 download)

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Book Synopsis Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs by : Polly, Drew

Download or read book Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs written by Polly, Drew and published by IGI Global. This book was released on 2017-12-15 with total page 720 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators play a significant role in the intellectual and social development of children and young adults. Thus, it is important for next-generation teachers to have a strong educational background, as it serves as the foundation to their understanding of learning processes, leadership, and best practices in the field of education. Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs presents critical and relevant research on methods by which future educators in high-level courses are equipped and instructed in order to promote the best experience in academic scholarship. Featuring discussion on a diverse assortment of topics, such as social justice for English language learners, field-based teacher education, and student satisfaction in graduate programs, this publication is directed at academicians, students, and researchers seeking modern research on the approaches taken by instructors to qualify and engage future educators.

A Good Teacher in Every Classroom

Author : Linda Darling-Hammond
Publisher : John Wiley & Sons
ISBN 13 : 0787974668
Total Pages : 118 pages
Book Rating : 4.7/5 (879 download)

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Book Synopsis A Good Teacher in Every Classroom by : Linda Darling-Hammond

Download or read book A Good Teacher in Every Classroom written by Linda Darling-Hammond and published by John Wiley & Sons. This book was released on 2005-07-28 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: What kind of experiences do children need in order to grow and learn? What kind of knowledge do teachers need in order to facilitate these experiences for children? And what kind of experiences do teachers need to develop this knowledge? A Good Teacher in Every Classroom addresses these questions by examining the core concepts and central pedagogies that should be at the heart of any teacher education program—and recommends the policy changes needed to ensure that all teachers gain access to this knowledge. This book is the result of a blue-ribbon commission sponsored by the National Academy of Education.

Studying Teacher Education

Author : Marilyn Cochran-Smith
Publisher : Routledge
ISBN 13 : 1135184402
Total Pages : 817 pages
Book Rating : 4.1/5 (351 download)

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Book Synopsis Studying Teacher Education by : Marilyn Cochran-Smith

Download or read book Studying Teacher Education written by Marilyn Cochran-Smith and published by Routledge. This book was released on 2009-09-10 with total page 817 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume reports the work of the American Educational Research Association's Panel on Research and Teacher Education.It offers a synthesis of research on teacher education policies and practices in the US and an agenda for future research.